Making Words Work Building Vocabulary and Comprehension through

Making Words Work: Building Vocabulary and Comprehension through Primary Read-Alouds Michael C. Mc. Kenna University of Virginia Sharon Walpole University of Delaware

DERF asks teachers to use high-quality children’s literature in interactive read alouds. . . How well is that concept implemented in real life?

Children’s books are fun. . . But that’s not all they are n Listen to some children and think about all of the work they do to “make it make sense” n

T: C 1: T: C 2: “In 1612, French explorers saw some Iroquois people popping corn in clay pots. They would fill the pots with hot sand, throw in some popcorn and stir it with a stick. When the corn popped, it came to the top of the sand made it easy to get. ” Look at the bowl! Okay, now it’s hot enough to add a few kernels. What’s a kernel? Like when you pop. It’s a seed. What if you, like, would you think … a popcorn seed. Like a popcorn seed. Could you grow popcorn? Smolkin & Donovan, 2002

T: Oh, excellent question! Let’s read and we’ll see if this book answers that question, and if not, we’ll talk about it at the end. Smolkin & Donovan, 2002

T: “And 1000 -year-old popcorn kernels were found in Peru that could still be popped. ” Now. This guy is doing different. . . It’s kind of like two stories are going on. What is this part giving us? Cs: (together) Information T: It is. And what is this doing? C: It is telling you. T: It’s giving us, right, steps of how to make the popcorn. C: And he has a big old speech bubble. T: Yes, because he’s reading about this, remember? And so his speech bubble is him reading this book about this (pointing to pictures of native peoples).

Today’s Goals ü Understand why we need to teach vocabulary to young students ü Learn strategies for teaching vocabulary ü Examine differences between fiction and nonfiction read-alouds ü Be able to plan, conduct, and followup a read-aloud lesson focused on vocabulary instruction.

Why are read-alouds the best way to build vocabulary and comprehension? They may actually be the only way! Let’s look at some reasons.

Why Read-Alouds ? ü The teacher does the decoding. ü Natural contexts for words are provided. ü Authentic opportunities for modeling comprehension strategies occur. ü Student engagement is likely. ü Discussion is facilitated. ü Words and strategies can be reinforced in new contexts all year long.

But I can introduce vocabulary more efficiently without read-alouds. Maybe, but if you did, you’d have to create an entire curriculum. That’s why so little is done.

“Vocabulary levels diverge greatly during the primary years, and virtually nothing effective is done about this in schools. ” (p. 29) Andy Biemiller, A. (2004). Teaching vocabulary in the primary grades. In J. F. Baumann & E. J. Kame’enui (Eds. ), Vocabulary instruction: Research to practice (pp. 2840). New York: Guilford.

But the kids know lots of words. Why not just focus on teaching them to recognize the ones they know? Why not do both? If you ignore vocabulary, the Matthew effect can be terrible.

50 K 45, 000 40 K 30 K 20 K 17, 000 10 K 0 5, 000 1, 500 K 12

Oral vocabulary at the end of first grade is a significant predictor of comprehension ten years later. Cunningham, A. E. , & Stanovich, K. E. (1997). Early reading acquisition and its relation to experience and ability 10 years later. Developmental Psychology, 33, 934 -945.

But how can a few readalouds make a dent in that huge number of words? The cumulative effect might surprise you.

“Adding three root words a day is the average daily number of words learned by primary age children with the largest vocabularies. ” (p. 37) Andy Biemiller, A. (2004). Teaching vocabulary in the primary grades. In J. F. Baumann & E. J. Kame’enui (Eds. ), Vocabulary instruction: Research to practice (pp. 28 -40). New York: Guilford.

“Adding three root words a day is the average daily number of words learned by primary age children with the largest vocabularies. ” (p. 37) 3 words x 140 days 400 words per year Biemiller, A. (2004). Teaching vocabulary in the primary grades. In J. F. Baumann & E. J. Kame’enui (Eds. ), Vocabulary instruction: Research to practice (pp. 2840). New York: Guilford.

But why can’t we just have them look up the definitions? You’ll find that definitions alone are not enough.

Let’s try … n Read the Wye Delta passage n What can you synthesize from the text? n Now read the dictionary definitions of the underlined words n Do the definitions help?

Why be systematic? Why can’t the kids just rely on context? Context may not be as powerful as you think. And besides, many kids don’t use it.

Four Types of Contexts 1. Directive (provides powerful clues) “Sue was talkative but Bill was taciturn. ” 2. General (helps categorize a word) “She’d had measles, mumps, and varicella. ” 3. Nondirective (offers very little help) 1. “The dress was taupe. ” 2. 4. Misdirective (can be misleading) 3. “He was huge, muscular, and adroit. ” 4. Beck & Mc. Keown

Let’s try … n Read the excerpt from When Marian Sang n Fill in the missing words based on context clues n Compare your answers n Are context clues enough?

Teaching Students about Context n Remember that many students may have difficulty making inferences about words from context n Remind them that context does not always provide strong clues Model the process when possible n Beck & Mc. Keown (2004)

But what about comprehension? How do you teach strategies to kids who can’t read? The alternative is to wait until they can read. If you do that, it may be too late.

The Domino Theory Teach children to decode first, and put off vocabulary and comprehension instruction until later.

“[R]esearch has almost universally supported the idea that reading aloud to children leads to improved reading comprehension. ” (p. 144) Smolkin & Donovan, 2002

For a fiction read-aloud, how do I know which words to teach? Target what Beck and Mc. Keown call Tier Two words.

Two characteristics that make a word appropriate for teaching: 1. 2. We can define it in terms that the students know The students are likely to find the word useful or interesting Beck & Mc. Keown (2004)

Beck and Mc. Keown’s Three Tiers

Beck and Mc. Keown’s Three Tiers Tier 3 Tier 2 Tier 1 • Rare words • 73, 500 word families K-12 • Often content-area related • Examples: isotope, estuary • Important to academic success • 7, 000 word families • Not limited to one content area • Examples: fortunate, ridiculous • The most familiar words • 8, 000 word families • Known by average 3 rd grader • Examples: happy, go

Beck and Mckeown’s Three Tiers Tier 2 • Important to academic success • 7, 000 word families • Not limited to one content area • Examples: fortunate, ridiculous “Goldilocks” Words Stahl & Stahl (2004)

Steps in a Bringing Words to Life Vocab Lesson 1. 2. 3. 4. 5. 6. Say the word. Children repeat. Tell how the word was used in the text. Tell a child-friendly definition. Give example of the word used in multiple, unrelated contexts. Invite the children to construct an example. Have children repeat the word.

Let’s Try It Read the Daedalus passage n In small groups, sort the words into tier 1, tier 2, or tier 3 level categories n Remember, tier 2 level words are words that are found across contexts and are more challenging than words found in our spoken vocabulary n

Reading Time: “Text Talk” Read “Text Talk” by Isabel Beck and Margaret Mc. Keown. It’s an article about effective read-alouds for young children. n Set a purpose for your reading that connects to what we’ve discussed so far. n Form a reading group of 3 -4 people with whom you can discuss these ideas. n Attached is a reading guide to help focus your reading and guide your discussion. n

What’s the difference between a fiction and a nonfiction read-aloud? There are differences in both vocabulary and comprehension strategy use.

Nonfiction Read-Alouds n Take advantage of clusters of related terms n Stress the connections among words n Preteach a few key terms

Nonfiction Read-Aouds n All strategies may be useful, but especially - Focusing on text structure - Graphic organizers - Comprehension monitoring (using “think-alouds to model “fix-up” strategies for confusing text)

Using “Fix-Up” Strategies Rereading n Reading on n Reflecting n Seeking outside information n

Let’s try … Listen while we demonstrate a read-aloud with a simple nonfiction text. n Notice that it follows the structure that you know and love -- we do some things before reading, some during, and some after. n Think about that structure. n

What did you think? In terms of vocabulary instruction. . . What did we do before reading? n What did we do during reading? n What did we do after reading? n

Fiction Read-Alouds n n n Since the words will not be related and will not be the essential to comprehending, do not preteach them After the read-aloud, create clusters by linking a new word to familiar words, if you can Use research-based methods to review, such as - silly questions - wordwizards

Familiar Words lucky chance frown stare careful afraid Words Chosen From the Book fortunate scowl wary

OK, I’ll give it a try. Where do I start? Let’s start with planning.

Can you really plan to focus on comprehension and vocabulary in the same read-aloud? Yes. We’re not trying to accomplish everything at once. But we can still target both areas with each read-aloud.

Fiction Read-Alouds n Rely on such research-based techniques as: - Time Lines - Story Maps n Plan to review words

Goldilocks finds cottage Goldilocks eats porridge Goldilocks goes upstairs

Example of a Story Map Setting Characters: Jack, his mother, the giant Place: Jack’s home, road, giant’s castle When and where did this story occur? Who is the main character? Problem Jack must sell cow but trades for beans Why did Jack trade? Goal To see if bean stalk is worth the bad trade What did Jack do when he found the stalk? Ending Jack steals from giant, flees, cuts down stalk What did Jack do in the giant’s castle? What did the giant do? What happened to the giant? Was Jack a good guy or a bad guy?

Let’s watch Sara try … Let’s eavesdrop on a few narrative readalouds n Remember that they always have a before -during-after structure n Think about management and engagement n Think about opportunities to build vocabulary n

First-Grade Vocabulary Video n Sara taught a lesson on developing a story map during reading and ended the lesson teaching two vocabulary words from the story. n At the end of the day she pulled a group of students who struggled with the story map and vocabulary and repeated the lesson.

While watching the video notice … How does Sara set the purpose for the lesson? n How does she maintain a focus on enjoying the story and learning? n How does she plan for students to talk during the reading? n How does she maintain focus on the purpose of the lesson? n

Before the small group … n When Sara repeats the same lesson with the same book on the same day with a group of students struggling with comprehension and vocabulary, what do you think will happen?

After the 1 st-grade video What are the similarities and differences between the whole-group and small- group lesson? n How did she introduce the purpose for revisiting the book again with the small group? n

Planning a Read-Aloud n n n Choose engaging, well-illustrated books A number of words should be unknown to about half the students Choose 3 target words that are likely to be unfamiliar but useful later (in fiction, these words will be unrelated; in nonfiction, they will be key terms) For nonfiction, decide how you will introduce the words and whether they must be introduced first in order to ensure comprehension Keep track of the words you choose

Planning a Read-Aloud Plan to repeat the read-aloud n Plan for small-group sessions (3 -5 students) to repeat the story n Plan multiple exposures to the vocabulary items you chose in the days following n

During the Read-Aloud Introduce (or review) a comprehension strategy or focus n Build prior knowledge n Preteach key concepts if the read-aloud is nonfiction n Focus children’s attention n

During the Read-Aloud Be “performance oriented”; read with expression.

During the Read-Aloud Include “rich, dialogic discussion” - Activate relevant prior knowledge - Link the story to experiences of students - Elicit responses from students n Give synonyms or quick explanations of Tier 3 words as you go (Biemiller) n

During the Read-Aloud Display pictures after reading a page, not while reading it (Beck et al. , 2004)

During the Read-Aloud v Pause at the places you’ve chosen to model comprehension strategies. v Remember to prompt children about strategies that are becoming familiar. v Keep the children interacting and focused on the text

After the Read-Aloud Ø Conduct a discussion. Ø Get beyond the literal level! Ø Elicit thoughtful responses. Ø Don’t just question–encourage questioning! Ø Practice summarizing. Ø Review the comprehension strategy. Ø In nonfiction, review the vocabulary. Ø In fiction, teach the vocabulary.

After the Read-Aloud Ø Keep track of the words you teach. Ø Make a chart with words, dates and books. Ø Look for chances to revisit words. Ø Record when you do.

Ask “silly questions. ” Would a fortunate person scowl? Beck & Mc. Keown (2004)

Be a Word Wizard! wary Tom Sue Ed Juan Maria Lakesha Paul Jack scowl ridiculous fortunate Beck & Mc. Keown (2004)

9 -10 fortunate scowl willing resist restful joyous wander gloomy beam 9 -11 9 -12 9 -13 9 -14 I I I 9 -17 9 -18 9 -19 R R I I I I = Introduce R R R = Reinforce

Let’s try … Work with a partner to choose a trade book to use n Read the book together, and take a minute to think about it n Decide what you would do before, during, and after reading to build children’s vocabulary n

Let’s watch Sara with 3 rd Graders Notice the difference in level of independence in completing a story map n What evidence do we have that the children need the graphic organizer? n

After viewing both videos How are the whole group read-alouds similar and different in the first- and thirdgrade classes? n What opportunities could Sara provide in the small group that she could not provide in the whole-group setting? n What evidence do you have that the children actually do need re-teaching? n

Building it into instruction How could you improve your use of read alouds to build vocabulary next year n What support would you need? How could you work together as a team? n

How do I know when the kids actually know the new words? Knowing a word isn’t all or nothing. It’s a matter of degree.

A Continuum of Word Knowledge No knowledge A vague sense of the meaning Narrow knowledge with aid of context Good knowledge but shaky recall Rich, decontextualized knowledge, connected to other word meanings

That’s a lot to process. Can you sum it up? Sure.

Primary Read-Aloud Planner Choose an engaging book. Planning Decide what to do before, during, and after the read-aloud to build comprehension and vocabulary. a comprehension strategy. Before Reading Introduce Develop prior knowledge. Prepare! Focus attention. During Reading Guide! After Reading Extend! Model the strategy by thinking aloud. Ask and answer questions. Provide synonyms and explanations for Tier Three words. Discuss and respond. Summarize the book. Review the comprehension strategy. Teach the Tier Two words you chose.